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ERIC Number: EJ899007
Record Type: Journal
Publication Date: 2010-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0267-1522
Going with the Flow or Back to Normal? The Impact of Creative Practitioners in Schools and Classrooms
Galton, Maurice
Research Papers in Education, v25 n4 p355-375 Dec 2010
This article describes the work of artists taking part in Creative Partnerships programmes and seeks to identify the ways in which they were able to motivate students, some of whom had anti-learning dispositions. These creative practitioners approached their task in a number of different ways from the teachers whose classes they shared. They tended from the outset to treat students as co-learners, employed different questioning strategies, and managed risk-taking without reducing the degree of challenge embodied in the tasks they set. Crucially, while not condoning misbehaviour they were often able to convey to students that they understood the reasons for it by drawing on their own personal experiences of similar situations. Despite their acknowledged success, creative practitioners rarely talked with teachers about their classroom practices or about the principles and values which under-pinned them. The article concludes with suggestions for improving the pedagogic discourse between artists and teachers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom